Working mathematically focuses on developing studentsâ€™ sense of mathematical inquiry: problem posing and problem solving, modelling and investigation. It involves students in the application of principled reasoning in mathematics, in natural and symbolic language, through the mathematical processes of conjecture, formulation, solution and communication; and also engages them in the aesthetic aspects of mathematics.
In this dimension the nature, purpose and scope of individual work is connected to that of the broader mathematical community, and the historical heritage of mathematics through the discourse of working mathematically. Mental, by hand and technology-assisted methods provide complementary approaches to working mathematically. (Source:DEECD)

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Working Mathematically Themes and progression points 3-6
This document was derived by organising the progression points for this dimension into logical themes. (sometimes using the DEECD overview categories). Themes are in bold and progression points increase left to right. Could assist whole school planning.

Place the number puzzles 4.0-6.0 (new sept 08)
A collection of 12 puzzles that involve students placing numbers in positions to make true statements. Studenst use the powerpoint in edit mode to drag numbers in text boxes.

Use Technolgy 4.0-6.0
Drag activity master document. Use as template for teacher or student construction of drag and drop puzzles. Based on Peter Sullivan activity

Modelling and investigation 5.0-6.0
Students drop a ruler between a partners fingers. The distance fallen before it is stopped can be used to calculate reaction times. Use formula s=4.9t^2 and a spreadsheet. This activity could tie in with a Census at school activity from the ABS site which looks at reaction times.

Working Mathematically links to other Domains
This document starts with the DEECD overview statement and tries to find points of overlap with other domains such as Thinking Processes, Personal Learning, Communication and ICT using the themes and topics identified in the VELS section of this wiki.

## Working Mathematically

Working mathematicallyfocuses on developing studentsâ€™ sense of mathematical inquiry: problem posing and problem solving, modelling and investigation. It involves students in the application of principled reasoning in mathematics, in natural and symbolic language, through the mathematical processes of conjecture, formulation, solution and communication; and also engages them in the aesthetic aspects of mathematics.In this dimension the nature, purpose and scope of individual work is connected to that of the broader mathematical community, and the historical heritage of mathematics through the discourse of working mathematically. Mental, by hand and technology-assisted methods provide complementary approaches to working mathematically. (Source:DEECD)

## Description

## File/Link

Working Mathematically Themes and progression points 3-6This document was derived by organising the progression points for this dimension into logical themes. (sometimes using the DEECD overview categories). Themes are in bold and progression points increase left to right. Could assist whole school planning.

Problem solving online 1.0-6.0(new sept 08)This powerpoint contains screenshots and links to 12 major portals for problem solving and puzzles

Place the number puzzles 4.0-6.0(new sept 08)A collection of 12 puzzles that involve students placing numbers in positions to make true statements. Studenst use the powerpoint in edit mode to drag numbers in text boxes.

Use Technology 4.0- 5.0Investigate the Hypothesis that there is a correlation between Foot Length and Height. Collect Data and graph

Use Technology 4.0 - 6.0Students can construct a simple football scoreboard as an intro to formulae. Advanced students get into IF statements

Investigation and Use technology 4.0-6.0Car Hire Project. Investigate cost structures using Excell. Use graphmatica and powerpoint

Use Technolgy 4.0-6.0Drag activity master document. Use as template for teacher or student construction of drag and drop puzzles. Based on Peter Sullivan activity

Use Technology 3.0Basic introduction to formulae in excell. X,/,+,- and average

Modelling and investigation 5.0-6.0Students drop a ruler between a partners fingers. The distance fallen before it is stopped can be used to calculate reaction times. Use formula s=4.9t^2 and a spreadsheet. This activity could tie in with a Census at school activity from the ABS site which looks at reaction times.

Use technology 6.0 -VCEUse the graphmatica program to draw circles and parabolas and make a smiley face.

Use technology 4.0-6.0Use conditional formating and random numbers to produce random art. Excel 2007 only

Modelling 6.0-VCEInvestigating musical tones and harmony and dissonance through sine functions

Working Mathematically links to other DomainsThis document starts with the DEECD overview statement and tries to find points of overlap with other domains such as Thinking Processes, Personal Learning, Communication and ICT using the themes and topics identified in the VELS section of this wiki.